Experiential Learning Projects: Engaging First and Second Year Principles of Marketing Students

Authors

  • Priscila Alfaro-Barrantes Nichols College
  • Jean G. Beaupré Nichols College
  • Brittany L. Jacobs Nichols College

DOI:

https://doi.org/10.33423/jhetp.v21i1.4042

Keywords:

higher education, experiential learning, marketing, education, principles of marketing, high impact learning

Abstract

Experiential learning projects provide students with practical opportunities to apply theory, but are typically implemented in upper-level courses. This paper explores the impact of two experiential projects on first and second-year Principles of Marketing students at a small private business college in New England. Projects involved partnerships with external clients, providing students with the opportunity to explore concepts beyond the classroom. Findings suggest the value of implementing experiential opportunities early in a student’s collegiate tenure with six themes emerging from these experiences. The six salient themes include increased engagement, intellectual challenge, student centered learning environment, link theory to practice, personal pride & teamwork, and professional development.

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Published

2021-03-23

How to Cite

Alfaro-Barrantes, P., Beaupré, J. G., & Jacobs, B. L. (2021). Experiential Learning Projects: Engaging First and Second Year Principles of Marketing Students. Journal of Higher Education Theory and Practice, 21(1). https://doi.org/10.33423/jhetp.v21i1.4042

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Section

Articles